Join us for a joyful celebration where the whole family can embrace the beauty of the winter woodland while taking part in enchanting festive crafts and gift-making activities. Let your creativity shine as you and your little ones create special Christmas gifts to take home and treasure.

But the highlight of the day will be a surprise visit from Father Christmas himself! Watch your children’s eyes light up with wonder as Father Christmas, accompanied by his jolly elf, steps out from the woods to join in the festive fun.

Tickets:

• £12.50 per child (over 18 months)
• £11.50 per adult
• Under 18 months go free with a paying child (If attending without a paying child, please book as a child ticket).

What’s Included:

• A warming mulled apple juice and a delicious mince pie for everyone to enjoy.
• A magical Christmas experience in the heart of nature that your family will cherish.

We kindly request an adult-to-child ratio of 1 adult per 3 children booked. If this presents any difficulty, especially for larger families, please don’t hesitate to contact us, we’re here to help make sure everyone can join in the festivities.

Don’t miss out on this special opportunity to celebrate Christmas surrounded by the beauty of the winter woodland. Spaces are limited, so be sure to book your spot today and make lasting memories with your family!

The post Winter Woodland Christmas Celebration appeared first on A Touch of the Wild.

This outdoor workshop offers a peaceful retreat from daily life, allowing you to celebrate the season through nature and craft. All natural materials are provided, and you’re welcome to bring your own secateurs and any extra decorations you’d like to add.

Please dress warmly for the outdoors.

£35 per adult

Please note: This is an adults-only event.

The post Festive Wreath Making in Nature appeared first on A Touch of the Wild.

Then a couple of weeks pass.

Suddenly everyone’s tired.

Morning routines have returned. Children are adjusting to new classrooms, new teachers or childcare settings. Clubs start again. Evenings become busier and the long, relaxed days of summer can feel surprisingly far away.

For young children in particular, September can involve an enormous amount of change.

Which is why this time of year is also a wonderful moment to make space for something much simpler – time outside.

September asks a lot of children

Think about how many things a child might be processing at the beginning of a new term.

Different routines.

New faces.

Busier environments.

More instructions.

New expectations.

Perhaps longer days away from home.

Even positive change requires energy.

That’s one reason children can sometimes seem completely fine all day and then become overwhelmed by something seemingly tiny when they get home.

They’ve simply had a very full day.

Outdoor play gives them a different kind of space.

The woods don’t ask children to hurry

One of the things we love most about Forest School is its pace, there are fascinating things everywhere, but there isn’t pressure to explore them all.

A child might spend half an hour digging one hole, another might sit quietly watching insects beneath a log.

Someone else may run, climb and build until they’re ready for a rest around the campfire.

Forest School is child-led, meaning children have opportunities to follow their interests and engage at their own pace rather than moving continuously between adult-directed activities. That approach is central to the Forest School ethos.

For children experiencing a busy September, that freedom can feel wonderfully different.

Movement matters

Children are designed to move.

Running over uneven ground, balancing along logs, climbing, digging, carrying branches and crouching to investigate bugs involve the whole body.

And there’s a lovely side-effect.

After being asked to sit, listen and follow routines for parts of their day, children get a chance to simply move.

No exercise class required.

Just a woodland and something interesting on the other side of it.

Nature offers a different kind of stimulation

Modern family life can be noisy.

Traffic. Screens. Toys. Music. School corridors. Notifications. Television.

Then you step into the woods.

You hear leaves moving.

Birds calling.

Rain hitting the canopy.

A stick breaking under someone’s welly.

There’s still plenty happening, but it feels different.

Children begin noticing small things.

They investigate.

They become absorbed.

And sometimes they simply stop and watch.

These quieter moments are every bit as valuable as the big adventures.

Autumn gives children something new every week

September also marks one of the most exciting times to be outdoors, the woods are beginning to change.

Leaves slowly shift colour.

Acorns fall.

Conkers appear.

Spiders create extraordinary webs.

Fungi emerge.

The mornings become cooler.

For children who return to the same woodland regularly, these changes become part of an unfolding story.

“What happened to that tree?”

“Where have all these acorns come from?”

“Was that mushroom here last week?”

This is one of the great strengths of regular Forest School experiences: children don’t simply visit nature once. They develop a relationship with a place and experience how it changes throughout the year.

Five easy ways to create a September nature reset

You don’t need an entire forest to bring a little more nature into family life.

Try one of these after nursery or school:

1. Take the long way home

Choose a route with trees, grass or a park and allow an extra ten minutes for wandering.

2. Let them lead

Instead of organising an activity, ask: “Where should we explore?”

You may be surprised where you end up.

3. Start an autumn treasure bowl

Collect fallen leaves, acorns, feathers or other natural finds and create a seasonal collection at home.

Remember not to pick living plants or fungi unnecessarily, fallen treasures are usually more than enough.

4. Go on a tiny nature hunt

Rather than a complicated checklist, look for just three things:

Something red.

Something rough.

Something tiny.

Young children love having a mission.

5. Stay outside when it rains

Pull on waterproofs and go looking for puddles.

September weather in Devon isn’t always predictable, but that is half the fun.

And grown-ups benefit too

Here’s the bit we sometimes forget.

Outdoor time isn’t only good for children.

When we put the phone away, walk beneath trees and watch our children become absorbed in something beautifully ordinary, we get a chance to slow down too.

Sometimes everyone needs the September reset.

A Touch of the Wild’s Wild Tots sessions are designed for children from newborn to five alongside their grown-ups, combining child-led woodland play with seasonal activities, stories, sensory exploration and a campfire snack. 

So while your little one explores, there is space for parents and carers to connect too.

Make the woods part of your autumn rhythm

September doesn’t have to mean abandoning the freedom of summer.

We can carry a little of it with us.

Muddy boots after nursery.

A pocket full of conkers.

Ten extra minutes under the trees.

A morning around the campfire.

Because sometimes the thing children need after a busy week isn’t another organised activity.

It’s space to be children.

🍂 Fancy making the forest part of your family’s autumn? Our Wild Tots sessions run throughout the week at our private woodland near Exeter, with Forest School play, seasonal activities and campfire treats for little explorers and their grown-ups.

The post The September Reset: Why Children Need Nature After the Back-to-School Rush appeared first on A Touch of the Wild.

To adults, a stick might simply be a stick.

To a child, however, it could be a wand, a fishing rod, a spoon, a dragon, a bridge, a tool, a flagpole or the final essential piece of a den that absolutely cannot be left behind.

And this seemingly simple kind of play is doing far more for children’s development than we might realise.

At A Touch of the Wild, we see it every day in our Devon woodland.

Children rarely need us to tell them how to play in nature. Give them time, freedom and an interesting environment and they’ll very quickly find something worth investigating.

The magic of open-ended play

One of the wonderful things about natural materials is that they don’t come with instructions.

A plastic toy may already have a defined purpose.

A stick doesn’t.

That means children have to decide what it is going to become.

Today it might be part of a den. Tomorrow it could be used to draw pictures in the mud. Five minutes later it might become a musical instrument.

That freedom encourages children to use imagination, creativity and problem-solving skills and because there isn’t necessarily a ‘right’ answer, children are free to experiment.

That pile of sticks is actually problem-solving

Imagine a group of children building a den, they soon discover that the longest branch is too heavy, another branch keeps falling over.

There’s a gap in the roof.

One child has an idea, another disagrees and somebody else discovers a completely different solution, without sitting down for a formal lesson, those children are practising:

• communication
• teamwork
• negotiation
• planning
• spatial awareness
• perseverance
• problem-solving.

And perhaps most importantly, they’re motivated to keep trying because the project belongs to them. At Forest School, learning often happens because children genuinely want to solve the problem in front of them.

Mud is surprisingly educational

Then there’s mud.

Wonderful, squelchy, irresistible mud.

A mud kitchen might look like nothing more than children making endless bowls of brown soup, but look a little closer.

Children may be measuring, pouring, mixing and experimenting with different textures, they’re learning what happens when water is added to soil. They’re deciding whether their mixture needs another handful of leaves.

They’re sharing bowls, negotiating roles and inventing stories.

They’re strengthening the muscles in their hands as they scoop, stir and squeeze, muscles they’ll later use for skills such as writing and fastening clothes.

That’s a lot of learning from one very muddy bowl of imaginary soup.

Nature encourages children to notice things

Spend time with a young child in the woods and you’ll quickly discover how much they notice.

A tiny snail.

A feather caught between two leaves.

A spider’s web covered in droplets.

A hole in a tree.

A mushroom that definitely wasn’t there last week.

Regular time outdoors gives children opportunities to observe changes and ask questions.

Why is that leaf red?

Where do worms go when the ground is dry?

What made that footprint?

Why does this piece of bark feel different?

We don’t always need to provide the answer immediately.

Sometimes the most valuable part is allowing children to wonder.

Curiosity is where learning begins.

Why children collect natural treasures

And what about those pockets full of acorns? Collecting is another surprisingly rich childhood activity, children sort objects by size, shape and colour, they compare them, count them, swap them and arrange them.

One child’s collection of conkers can suddenly become an informal maths lesson without anyone announcing that it is ‘maths time’.

More importantly, the collection matters because the child chose it.

When children feel ownership over their discoveries, they are much more likely to become deeply engaged.

Learning to judge risk

Forest School also gives children opportunities to encounter manageable challenges.

Should I climb onto that log?

Can I balance all the way across?

Is this branch strong enough?

Can I carry this by myself?

Experienced Forest School practitioners don’t simply remove every challenge from children’s environment. Instead, we support children to begin understanding their own abilities and making increasingly thoughtful decisions.

Over time, children begin to recognise what feels comfortable, when they need help and when they’re ready to try something new.

This supported risk-taking is a core part of the Forest School approach at A Touch of the Wild.

And sometimes… play is simply play

As adults, we often feel the need to justify children’s activities by explaining what they’re learning.

But there’s another important point.

Children are allowed to play simply because playing is part of childhood, not every muddy puddle needs a learning objective, not every den needs an educational outcome.

Sometimes jumping in the puddle because it makes an enormous splash is reason enough.

Ironically, when children are given that freedom, an extraordinary amount of learning often happens anyway.

Come and see learning in the wild

At A Touch of the Wild, our woodland near Exeter gives children the time and space to explore, experiment, create and follow their curiosity.

Our Wild Tots sessions introduce little explorers and their grown-ups to nature play, sensory activities, crafts, stories and campfire adventures, while Wildlings Forest Kindergarten provides children aged 2½-5 with an immersive Forest School experience.

So next time your child proudly hands you a very ordinary-looking stick and insists you take it home…

You might want to keep it.

Apparently, it’s important.

🌿 Curious about Forest School? Come and experience A Touch of the Wild in our beautiful private woodland near Exeter. Discover Wild Tots or arrange a visit to Wildlings Forest Kindergarten.

The post Why Does My Child Keep Bringing Home Sticks? The Hidden Learning Behind Forest School Play appeared first on A Touch of the Wild.

The post Spooky Woodland Festival appeared first on A Touch of the Wild.

Can they recognise their name? Should they know their letters? Can they count to ten? Do they need to be able to write before they begin?

It is completely understandable to have these questions. Starting a new educational setting is a significant milestone for the whole family.

However, school readiness is about much more than academic skills.

Before children can concentrate on phonics, writing and numbers, they need strong foundations in communication, physical development, confidence, relationships and emotional wellbeing.

These skills do not have to be developed through worksheets or formal lessons. Many of them grow naturally through play, everyday experiences and time spent outdoors.

At A Touch of the Wild, we see how a nurturing Forest Kindergarten environment can help children develop the independence, curiosity and resilience they need for their next steps.

What does school readiness really mean?

School readiness does not mean turning a young child into a miniature school pupil before their time.

Every child develops at their own pace, and no two children will begin nursery or school with exactly the same abilities or experiences.

Being ready to learn is often about having the confidence and practical skills to participate in the day.

This may include being increasingly able to:

• Communicate needs and feelings
• Listen to a short explanation
• Take turns and play alongside others
• Manage simple personal-care routines
• Attempt tasks independently
• Ask an adult for help
• Cope with small changes or setbacks
• Move confidently and safely
• Become interested in stories, words and numbers
• Separate from a parent or carer with sensitive support

These abilities provide foundations on which later academic learning can be built.

Communication comes before perfect pronunciation

Children do not need to arrive at nursery or school using long, perfectly formed sentences.

What matters is that they are developing ways to communicate with the people around them.

Outdoor play creates countless reasons to talk and listen.

A child might explain how they want to build a den, describe a minibeast they have discovered or ask a friend to pass them a stick. They may listen to instructions before using a tool, join in with a campfire song or tell a story inspired by the woodland.

These are meaningful communication experiences.

Children are more likely to use new language when it relates to something that has captured their interest. Words such as slippery, enormous, underneath, balance, flutter and shelter become easier to understand when children can connect them to a real experience.

Independence grows through everyday opportunities

Independence does not mean expecting young children to manage everything alone.

It means giving them appropriate opportunities to try, while knowing that a trusted adult is nearby to support them.

In an outdoor setting, children can practise making choices, looking after their belongings and completing manageable tasks.

They might carry their own bag, choose the materials they need, pour a drink, put on a glove or decide which activity to explore.

These small moments matter.

When adults allow children enough time to attempt a task before stepping in, children begin to experience themselves as capable. Their movements may not be quick or tidy, but the process helps them build confidence.

A child who is accustomed to hearing “Have a go” rather than “Let me do that” gradually develops greater trust in their own abilities.

Learning how to manage feelings

Starting nursery or school can bring excitement, uncertainty and strong emotions.

Children may need to cope with separating from familiar adults, following new routines, sharing resources and waiting for attention. These are significant demands for a young child.

Emotional readiness does not mean that a child never becomes worried, frustrated or upset.

It means they are beginning to recognise feelings and discovering that difficult moments can be managed with support.

At Forest Kindergarten, children encounter natural opportunities to practise this.

A tower might fall down. Another child may be using a favourite tool. A planned activity may change because of the weather. A child may feel nervous about trying something new.

Sensitive adults help children name what they are experiencing, find possible solutions and understand that feelings pass.

Over time, children begin to develop their own strategies. They may ask for help, take a pause, try again or seek reassurance from someone they trust.

Building relationships through shared adventures

Being part of a group involves a complex collection of skills.

Children learn how to approach others, join games, share ideas, listen and recognise that their friends may have different needs.

These skills cannot be mastered by simply being told to share or take turns. They develop through repeated social experiences.

The woodland provides meaningful reasons to work together.

Children might carry a long branch between them, plan a shelter, invent an imaginary game or prepare something around the campfire. Each experience allows them to practise cooperation in a way that feels purposeful.

There is also space for children who need time before joining a group.

Some children begin by watching from nearby. As they become familiar with the environment and the people within it, they may gradually find their own way into the activity.

Physical development supports classroom learning

Before children can control a pencil, sit comfortably or manage fastenings, they need opportunities to develop strength and coordination throughout their bodies.

Climbing, carrying, digging, balancing and moving over uneven ground can help build the stability and body awareness needed for later fine-motor tasks.

Woodland activities also exercise hands and fingers.

Children may pinch and shape clay, pick up small seeds, twist leaves, thread natural materials, stir mixtures or use age-appropriate tools under careful supervision.

These playful experiences support the physical foundations used for dressing, drawing and writing.

Movement also helps children learn about personal space, speed, direction and how to navigate safely around other people.

Curiosity is a powerful learning skill

One of the most valuable things a child can bring to nursery or school is curiosity.

Curious children notice, investigate, ask questions and become motivated to discover more.

Nature offers an endless supply of interesting questions.

Why are there holes in this leaf? What made those footprints? Why is one side of the tree covered in moss? Where does the water go after it rains?

Adults do not need to know every answer.

Responding with “What do you think?” or “How could we find out?” shows children that their questions are valuable. It also teaches them that learning is a process of exploring ideas rather than always receiving an immediate answer.

Early literacy can happen without worksheets

Helping children become interested in language and books does not require formal reading lessons at a very young age.

Children build early literacy skills by listening to stories, singing, recognising sounds, noticing signs and enjoying conversations.

The outdoors can make these experiences even more engaging.

Families might invent a story about a twisted tree, make marks in mud, search for objects beginning with a particular sound or create symbols for a woodland trail.

A child who understands that words and marks carry meaning is building an important foundation for later reading and writing.

The aim is not to test them. It is to help them associate language with enjoyment, connection and discovery.

Early maths is all around us

Numbers, patterns and comparisons appear naturally during outdoor play.

Children can count pine cones, sort leaves, compare stick lengths, share campfire ingredients or notice repeating patterns on plants and insects.

They may use mathematical language without realising it:

“This one is heavier.”

“We need two more.”

“Mine is longer.”

“It will not fit underneath.”

These real experiences help mathematical ideas make sense.

Rather than memorising an isolated answer, children begin to understand quantity, shape, size, position and measurement through objects they can see and handle.

How parents can support school readiness

There is no need to recreate a classroom at home during the summer holidays.

Simple everyday experiences are often more valuable.

Allow extra time for your child to attempt their own shoes or coat. Encourage them to order their own snack in a café. Share stories and talk about what might happen in their new setting.

Practise opening a lunchbox, recognising personal belongings and asking clearly for help.

Spend time playing outdoors without directing every moment. Let your child make decisions, encounter manageable challenges and discover their own solutions.

Most importantly, avoid comparing their progress with that of other children.

Readiness is not a race, and children do not all arrive at the same skills in the same order.

How Forest Kindergarten supports school readiness

Forest Kindergarten combines the freedom of outdoor play with thoughtful, experienced support.

At Wildlings Forest Kindergarten in Devon, children have regular opportunities to build relationships, communicate, move, solve problems and become more independent.

They learn through direct experience and develop at a pace that respects their individual needs.

Our woodland environment gives children room to be energetic, thoughtful, imaginative, cautious, adventurous or quietly curious. There is no single type of child who benefits from outdoor learning.

The aim is not to rush children towards formal education.

It is to help them develop strong foundations and a positive view of themselves as learners.

Preparing for September with confidence

It is natural to feel emotional as your child approaches a new stage.

Rather than focusing only on what they can recite, write or count, notice the wider skills they are developing.

Can they share an idea? Do they show curiosity? Are they beginning to attempt things independently? Can they form a trusting relationship with another adult? Are they learning what to do when something feels difficult?

These are meaningful signs of growth.

Children do not need to know everything before they begin. Nursery and school are places where learning will continue.

What they need most is the growing confidence to participate, communicate, explore and try.

At A Touch of the Wild, we help children build those foundations naturally through play, relationships and regular experiences in the woods.

Learn more about Wildlings Forest Kindergarten in Devon and discover a nurturing outdoor environment where your child can grow in confidence, independence and curiosity.

The post School Readiness Is About More Than Reading and Writing appeared first on A Touch of the Wild.

Yet family life can be busy. Between nursery, school, organised activities, appointments and screens, children do not always have as much time as they need for simple, child-led play.

National Playday takes place across the UK on Wednesday 5 August 2026, providing the perfect opportunity to celebrate every child’s right to play and consider why free outdoor play matters so much.

At A Touch of the Wild, we believe play is not separate from learning. When children are given time, space and freedom in the woods, they are developing valuable skills that can support them throughout childhood and beyond.

What is National Playday?

Playday is the UK’s national day for play and is celebrated on the first Wednesday in August each year.

It raises awareness of the importance of play in children’s lives and encourages communities, families, schools and early years settings to provide welcoming spaces where children can play freely.

The message is simple but important: play is not merely a way to keep children occupied.

Through play, children discover how the world works, build relationships, test ideas, express their feelings and develop confidence in their own abilities.

What do we mean by free play?

Free play is led by the child rather than directed by an adult.

There is no fixed outcome, complicated set of instructions or single correct way to take part. Children decide what to do, how to do it and how long they wish to remain involved.

In the woods, this might look like:

• Transforming a fallen branch into a pirate ship
• Building a den with friends
• Making a café from mud, leaves and acorns
• Following an interesting insect
• Inventing a woodland obstacle course
• Mixing a magical potion
• Creating a story around a tree stump
• Sitting quietly and watching the world go by

To an adult, some of these activities may appear simple. For the child, however, they can involve imagination, communication, decision-making, movement, negotiation and problem-solving.

Why outdoor play is so valuable

The natural world provides a rich and constantly changing environment for play.

Unlike many manufactured toys, natural materials do not have one prescribed purpose. A stick can become a wand, a spoon, a fishing rod, part of a den or the beginning of an entirely new game.

This flexibility encourages children to use their imaginations.

The woodland also changes from one visit to the next. Rain creates puddles and mud. Wind brings down leaves and twigs. Sunshine reveals butterflies and shadows. Each season introduces different colours, textures, sounds and discoveries.

Children are not simply using the outdoor environment as a backdrop. They are responding to it, learning from it and incorporating it into their play.

Play develops problem-solving skills

Child-led outdoor play often presents children with small, manageable challenges.

How can we stop the den roof from falling down? Is this branch strong enough? How can we carry the log together? What could we use to collect rainwater?

Adults may be tempted to provide the answer immediately. However, when children are given time to test their own ideas, they learn to think creatively and adapt their approach.

A plan may not work the first time. That does not mean the activity has failed.

The process of trying, reconsidering and attempting something different helps children develop patience, persistence and resilience.

These are important foundations for future learning.

Play helps children build friendships

Outdoor play creates many natural opportunities for children to connect with one another.

A group of children building a den must share ideas and decide how to work together. An imaginary woodland game requires them to explain the story, listen to others and agree on roles.

There may occasionally be disagreements, but these moments are also part of learning.

With appropriate adult support, children begin to practise negotiation, compromise, turn-taking and empathy. They discover that other people may have different ideas and learn how to find a way forward together.

Some children find conversation easier when they are engaged in a shared outdoor activity. Collecting sticks, digging in the mud or walking through the woods can take away the pressure of direct conversation and allow friendships to develop naturally.

Play supports children’s physical development

Children need opportunities to move their whole bodies.

In woodland environments, they can climb, balance, crouch, stretch, carry, lift and navigate uneven ground. These movements support strength, coordination, balance and body awareness.

Fine motor skills also develop through activities such as threading natural materials, manipulating small objects, tying, digging and creating woodland crafts.

Most importantly, movement happens for a purpose that is meaningful to the child.

They are not balancing simply because an adult has asked them to practise balance. They may be crossing a pretend river, completing an adventure trail or reaching an important part of their imaginary world.

Play can support emotional wellbeing

Children use play to process their experiences and express feelings that they may not yet have the words to explain.

A woodland environment can also provide space away from noise, pressure and constant stimulation. Some children are drawn to energetic group games, while others prefer to investigate quietly or sit in a familiar spot.

Both are valuable.

Free play allows children to make choices and experience a sense of control. It gives them time to follow their interests without being hurried towards an adult-led outcome.

This freedom can help children feel capable, settled and connected.

Does free play mean adults do nothing?

Child-led play does not mean children are left entirely without guidance or support.

The adult’s role is to create a safe, welcoming environment, observe carefully and recognise when help is genuinely needed.

Sometimes an adult might provide a useful resource, ask a thoughtful question or help children think through a problem. At other times, the most valuable thing they can do is step back and allow the play to continue.

At Forest School, experienced leaders balance freedom with appropriate boundaries. Children have space to explore and make decisions while learning how to care for themselves, one another and the woodland.

Simple ways to encourage outdoor play this summer

Families do not need expensive equipment or elaborate plans to enjoy outdoor play.

Try visiting a familiar green space and allowing your child to choose the activity. Bring a simple container for collecting fallen natural treasures, create a base beneath a tree or see what games emerge from a few sticks and leaves.

Adults can encourage play by offering open-ended prompts such as:

“What do you think we could make?”

“Where do you think this path leads?”

“How could we make that stronger?”

“What have you noticed?”

Try to resist the urge to shape every activity. Children’s ideas may take the experience in an entirely unexpected direction, and that is part of the joy.

Celebrate outdoor play with A Touch of the Wild

National Playday is a wonderful reminder of something children need throughout the year: the time, freedom and space to play.

At A Touch of the Wild, our woodland programmes in Devon give children opportunities to explore nature, follow their curiosity, develop new skills and enjoy genuine outdoor adventures.

Our Wild Tots sessions offer toddlers and their parents or carers a friendly introduction to woodland play.

Our Wildlings Forest Kindergarten provides regular outdoor learning and child-led exploration in a nurturing woodland setting.

During the school holidays, our Woodland Adventure Club gives children time away from screens to make friends, get muddy and create their own woodland memories.

Because when children are given the freedom to play, they are doing far more than passing the time.

They are learning who they are, what they can do and how they belong in the world around them.

Discover A Touch of the Wild’s Forest School sessions and outdoor activities for children in Devon.

The post Why Children Need More Time to Play Freely Outdoors appeared first on A Touch of the Wild.

A new Outdoor Education Bill introduced in Parliament on 7 July 2026 has sparked an important national conversation about how much time children spend learning, playing and exploring outside.

The proposed Bill calls for children in primary and secondary education to spend at least 30 minutes outdoors during the school day. It also proposes a minimum of one outdoor lesson each week, alongside outdoor education experiences during both primary and secondary school.

The Bill is still at an early stage and has not become law. However, its introduction highlights something that Forest School practitioners, teachers and many parents have understood for years: outdoor learning is not an optional extra. It can be a valuable part of a child’s education, development and wellbeing.

Here in Devon, we are fortunate to be surrounded by woodlands, green spaces and wonderfully varied natural environments. At A Touch of the Wild, we see every day how learning outdoors can help children become more confident, curious, resilient and connected to the world around them.

Outdoor learning is real learning

When people imagine outdoor education, they sometimes picture children simply running around and getting muddy.

There may well be plenty of running and mud involved, but there is also a great deal of meaningful learning taking place.

A woodland can become a rich and exciting classroom.

Children can explore early mathematics by counting sticks, comparing natural objects, spotting patterns and measuring the ingredients used in campfire cooking. They can develop communication and literacy skills by sharing stories, following instructions, learning new vocabulary and describing what they discover.

Science is happening all around them as they examine minibeasts, observe the changing seasons, investigate plants and learn about woodland habitats.

Outdoor learning can also encourage children to ask their own questions.

Why is this leaf changing colour? Where do worms go when the ground is dry? What will make our den stronger? How can we light a fire safely?

These moments of natural curiosity can lead to powerful learning because children are actively involved in the experience.

Children learn through movement and exploration

Young children are naturally active learners. They often understand ideas more easily when they can move, touch, build, test and explore.

In the woods, learning is not restricted to sitting at a table. Children can carry branches, balance on logs, mix mud, search beneath leaves, build shelters and work together to solve practical problems.

These experiences support physical development, coordination and spatial awareness. They also give children opportunities to test their abilities and discover what their bodies can do.

A child who carefully balances across a log is learning to assess distance, control their movement and manage an appropriate level of risk.

A group building a den must communicate, share ideas and adapt when the first design does not work.

The learning is practical, memorable and meaningful.

Outdoor education builds confidence and resilience

Not every activity works perfectly the first time.

A den may collapse. A knot may come undone. A fire may take several attempts to light. A carefully balanced tower of sticks may tumble to the ground.

In a supportive outdoor environment, these moments are not treated as failures. They are opportunities to pause, reconsider and try again.

This helps children develop resilience and persistence.

Rather than immediately solving every problem for them, experienced Forest School leaders give children the time and encouragement to explore possible solutions. Children begin to understand that mistakes are part of learning and that they are capable of overcoming challenges.

That quiet sense of achievement can be incredibly powerful.

The child who initially says, “I can’t do it,” may later be the one proudly showing someone else how it is done.

Taking appropriate risks helps children grow

It is natural for parents and carers to want to protect children from danger. However, children also need opportunities to experience carefully managed, age-appropriate risk.

At Forest School, risk is not ignored. It is understood, assessed and supported.

Depending on their age and stage of development, children might learn how to use simple tools, move safely around a campfire, climb, balance or explore uneven ground.

These activities help them develop judgement and awareness.

When children are given the chance to consider a challenge, make decisions and recognise their own limits, they can become more capable and confident. They learn how to approach risk thoughtfully rather than simply avoiding every uncertain situation.

These are skills they can carry into many other areas of life.

The woodland offers space for different kinds of learners

Traditional classroom environments work well for many children, but some children find it easier to participate and express themselves outside.

The open space and changing natural environment can offer different ways to become involved. A child who is reluctant to speak in a large group may begin a conversation while collecting sticks with a friend. Another may demonstrate patience and concentration while creating something with natural materials.

Outdoor learning gives children opportunities to succeed in many different ways.

There is space for the energetic explorer, the careful observer, the imaginative storyteller, the practical problem-solver and the child who needs a little more time before joining in.

A good Forest School environment does not expect every child to experience the woodland in exactly the same way.

Regular experiences create deeper connections

A single outdoor activity can be enjoyable, but regular time in nature offers something deeper.

When children return to the same woodland throughout the year, they begin to notice small changes. They see new leaves emerging, watch flowers appear, experience rain on the canopy and discover how the forest floor changes with the seasons.

The woodland becomes familiar while always offering something new.

Children develop a sense of belonging and begin to form a genuine relationship with the natural world. They learn that nature is not simply a topic in a book or somewhere they visit occasionally. It is something they are part of.

This connection matters.

Children who know and care about the natural world are more likely to want to look after it. By helping children develop a love of nature, outdoor education can encourage the environmental awareness that future generations will need.

Why outdoor learning matters in Devon

Devon provides an extraordinary setting for outdoor education. Our woodlands, countryside and wildlife give children countless opportunities to explore and learn.

The introduction of the Outdoor Education Bill by a South Devon MP also makes this national discussion particularly relevant to local families.

It presents an opportunity for Devon to show what high-quality outdoor education can look like.

At A Touch of the Wild, outdoor learning has always been at the heart of what we do. Our sessions are designed to give children the freedom to explore while being supported by knowledgeable and experienced leaders.

From making woodland crafts and discovering wildlife to building dens, cooking around the campfire and developing new friendships, every experience can contribute to a child’s learning and development.

Giving children more time to be children

Modern family life can be busy. Children’s days are often filled with structured activities, indoor environments and digital distractions.

Time in the woods offers a chance to slow down.

It gives children room to use their imaginations, follow their interests and become absorbed in play without needing a screen to direct the experience.

A stick can become a wand, a fishing rod, a tool or part of an elaborate woodland shelter. A fallen tree can become a pirate ship, a meeting place or a challenging balancing route.

This kind of open-ended play is not wasted time. It supports creativity, collaboration, independence and problem-solving.

Most importantly, it gives children the freedom to experience the joy of being outdoors.

Discover outdoor learning with A Touch of the Wild

Whether outdoor learning eventually becomes a formal part of every school week remains to be seen. The Outdoor Education Bill is currently only a proposal and must progress through Parliament before it could become law.

However, the conversation it has started is an important one.

Every child deserves opportunities to explore nature, take appropriate risks, develop confidence and discover that learning can happen far beyond the classroom walls.

At A Touch of the Wild, children and families can experience the benefits of outdoor learning through our nature-based programmes in Devon.

Our Wildlings Forest Kindergarten provides regular woodland experiences where young children can learn, play and grow in a nurturing outdoor environment.

Our Wild Tots sessions introduce younger children and their parents or carers to the magic of the woods through seasonal play, exploration and shared adventures.

During the school holidays, our Woodland Adventure Club gives children the opportunity to enjoy exciting outdoor activities, make friends and create wonderful woodland memories.

Outdoor education may be receiving national attention, but here in Devon, children are already discovering what can happen when the woodland becomes their classroom.

Find out more about A Touch of the Wild’s Forest School sessions, toddler groups and school holiday clubs in Devon, and give your child the opportunity to learn, explore and thrive outdoors.

The post Why Outdoor Learning Should Be Part of Every Child’s Education appeared first on A Touch of the Wild.

At A Touch of the Wild, we spend our days watching children do what children have evolved to do for thousands of years: climb trees, build dens, splash in puddles, create imaginary worlds and form friendships through real-life adventures.

It’s a childhood filled with mud, laughter, risk-taking, problem-solving and wonder.

And increasingly, it’s a childhood that feels under threat.

As a Forest School leader and founder of A Touch of the Wild, Hannah has long been passionate about protecting childhood. This passion led her to become involved with the Smartphone Free Childhood movement, a growing community of parents, educators and experts working together to delay smartphone ownership and social media access for children. The movement has helped bring national attention to the impact of smartphones on children’s wellbeing and has played an important role in conversations with government around children’s digital lives.

But this isn’t about being anti-technology.

It’s about being pro-childhood.

Childhood Has Changed Dramatically

Many of us remember growing up with freedom.

We left the house after breakfast and returned when the streetlights came on. We climbed trees, got muddy, explored local woods and learned resilience through play.

Today’s children face a very different reality.

While technology offers many benefits, smartphones and social media have become deeply embedded in children’s lives at increasingly younger ages. Many parents describe feeling pressured to provide devices because “everyone else has one”.

The Smartphone Free Childhood movement was born from this shared concern, encouraging families to work together so no parent feels alone in delaying smartphones until children are older.

What We See in the Woods

Every week at our Forest Kindergarten and Wild Tots sessions, we witness something remarkable.

Children don’t ask for screens.

Given the opportunity, they choose sticks over tablets, dens over devices and campfires over scrolling.

When children spend time outdoors:

• Their imaginations flourish.
• They develop confidence and resilience.
• They learn how to assess risk.
• They build friendships through genuine connection.
• They improve their physical and emotional wellbeing.

Nature provides everything children need to grow.

The challenge is ensuring they have enough time and space to experience it.

The Importance of Boredom

One of the greatest gifts we can give children is boredom.

That may sound strange.

But boredom is often the doorway to creativity.

When children aren’t constantly entertained, they begin inventing games, creating stories, building worlds and solving problems. These are the moments where confidence, curiosity and independence are born.

At A Touch of the Wild, we see this happen every day.

A stick becomes a fishing rod.

A log becomes a pirate ship.

A woodland clearing becomes an entire kingdom.

No batteries required.

Building a Childhood Worth Remembering

The conversation around smartphones can sometimes feel overwhelming.

There is no perfect parent and there is no one-size-fits-all solution.

But we can all ask ourselves an important question:

What do we want our children’s memories of childhood to be?

Hours spent scrolling?

Or memories of muddy boots, campfire snacks, bug hunts, tree climbing and adventures with friends?

At A Touch of the Wild, we know which childhood we would choose.

That’s why we are proud to support the growing movement to protect childhood, encourage outdoor play and help children build meaningful connections with the world around them.

Join Us in the Woods

Whether you’re a parent of a toddler, a school-aged child or simply someone who cares about the future of childhood, we invite you to step outside with us.

Come and experience the magic of nature.

Watch your child discover what they’re capable of.

And together, let’s create a childhood filled with adventure, connection and wonder.

Because childhood only happens once.

The post Why Childhood Needs More Trees and Fewer Screens appeared first on A Touch of the Wild.

On Saturday, we welcomed the first participants to our Woodland Reset Morning at Grammarcombe Woods, and it was everything we hoped it would be.

The morning wasn’t about escaping reality or trying to be someone different. It was about creating a little space to breathe. A chance to slow down, spend time outdoors and enjoy the simple pleasures that nature offers.

Beginning with Intention

As everyone gathered beneath the trees, mugs of tea in hand, there was no rush to get started. We began by taking a moment to settle into the woodland, noticing the sounds around us and leaving the pressures of everyday life at the woodland gate.

It set the tone for the rest of the morning – gentle, welcoming and completely free from expectations.

Creativity Inspired by Nature

One of the highlights of the morning was exploring Hapa Zome, the Japanese technique of transferring the natural pigments of flowers and leaves onto fabric.

Using freshly picked seasonal flowers, everyone created their own beautifully unique botanical tote bag. Each design reflected the colours and textures of the woodland, with no two bags ever looking the same.

Alongside this, we experimented with clay, pressing grasses, leaves and wildflowers into the surface to create delicate botanical impressions. These quiet, hands-on activities encouraged everyone to slow down and notice the incredible detail found in the natural world.

Gathering Around the Fire

Of course, no Touch of the Wild session would be complete without campfire cooking.

As the fire crackled, we prepared elderflower fritters, making the most of one of early summer’s most recognisable seasonal ingredients. Cooking outdoors has a wonderful way of bringing people together. Conversations flowed naturally as everyone gathered around the fire, sharing stories, laughter and delicious food.

Sometimes it’s these simple moments that stay with us the longest.

Why We Created Woodland Reset Mornings

For years we’ve watched children thrive through Forest School experiences. They build confidence, become curious, embrace creativity and naturally slow down as they connect with the world around them.

We began asking ourselves an important question: why should children have all the fun?

So many parents have told us they long for opportunities to experience the woodland themselves, without rushing between responsibilities or feeling they always need to be looking after someone else.

Woodland Reset Mornings were created to offer exactly that, a welcoming space where adults can reconnect with nature, enjoy seasonal crafts, share food around the fire and simply take a breath.

Looking Ahead

The response to our first Woodland Reset Morning has been incredibly encouraging, and we’re already looking forward to welcoming more people into the woods for future seasonal gatherings.

Whether you come for the creativity, the campfire cooking, the chance to meet like-minded people or simply to enjoy a peaceful morning surrounded by trees, we hope you’ll leave feeling just as our first group did: refreshed, inspired and reminded of how restorative time in nature can be.

If you’d like to join us for a future Woodland Reset Morning, keep an eye on our website and social media for upcoming dates. We’d love to welcome you around the fire.

The post From Busy Lives to Woodland Calm: Reflecting on Our First Woodland Reset Morning appeared first on A Touch of the Wild.